| 1.
|
Trace the history of society's treatment of the exceptional learner,
including the implications of current legislation. (I)
|
| 2.
|
Identify early intervention priorities and programs for the
exceptional learner. (I)
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| 3.
|
Describe the Individualized Education Plan (IEP) and other parent,
family, and social support systems. (II)
|
| 4.
|
Describe the Individual Family Services Plan (IFSP) and other parent,
family, and social support systems. (II)
|
| 5.
|
Describe educational adaptations for the exceptional learner. (II, XI)
|
| 6.
|
Describe educational considerations for children with mental
retardation and developmental disabilities and those with emotional
and behavior disorders. (IV)
|
| 7.
|
Identify and explain factors to consider in defining and diagnosing
learning disabilities. (V)
|
| 8.
|
Compare and contrast language and speech disorders. (VI)
|
| 9.
|
Analyze the controversy over the use of assistive technology and
augmentative communication devices for children with language and
speech disorders and for children with hearing or visual impairments.
(VI, VII, VIII)
|
| 10.
|
Compare neurological impairment, musculoskeletal condition, congenital
malformation, and other physical disabilities and health problems.
(IX)
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| 11.
|
Describe characteristics of children with multiple severe
disabilities. (X)
|
| 12.
|
Describe qualities and characteristics of gifted learners. (XI)
|
| 13.
|
Explain the Arizona State Board of Education Professional Teaching
Standards that relate to the exceptional learner. (XII)
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